r CCL Papers

| In Press | | In Progress | | 2024 | | 2023 | | 2022 | | 2021 | | 2020 | | 2019 | | 2018 | | 2017 | | 2016 | | 2015 | | 2014 | | 2013 | | 2012 | | 2011 | | 2010 | | 2009 | | 2008 | | 2007 | | 2006 | | 2005 | | 2004 | | 2003 | | 2002 | | 2001 | | 2000 | | 1999 | | 1998 | | 1997 and earlier |




In Press


In Progress



2024


  • Aslan, U., Horn, M., & Wilensky, U. (2024). Why are some students “not into” computational thinking activities embedded within high school science units? Key takeaways from a microethnographic discourse analysis study. Science Education, 1–28. https://doi.org/10.1002/sce.21850


  • Chen, J., Lu, X., Du, Y., Rejtig, M., Bagley, R., Horn, M. S., & Wilensky, U.(2024). Learning Agent-based Modeling with LLM Companions: Experiences of Novices and Experts Using ChatGPT & NetLogo Chat. Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems. https://dl.acm.org/doi/10.1145/3613904.3642377


  • Chen, J., Zhao, L., Li, Y., Xie, Z., Wilensky, U., & Horn, M. S.(2024). “Oh My God! It’s Recreating Our Room!” Understanding Children’s Experiences with A Room-Scale Augmented Reality Authoring Toolkit. Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems. https://dl.acm.org/doi/10.1145/3613904.3642043


  • 2023


  • Abrahamson, D. (2023). Almost in our grasp: The (slow) digital return of multimodal educational resources. Constructivist Foundations, 18(2), 202–206.


  • Abrahamson, D., Ryokai, K., & Dimmel, J. K. (2023). Learning mathematics with digital resources: Reclaiming the cognitive role of physical movement. In B. Pepin, G. Gueude, & J. Choppin (Eds.), Handbook of digital resources in mathematics education. Springer. https://doi.org/10.1007/978-3-030-95060-6_22-1


  • Chen, J., & Wilensky, U. J. (2023). Measuring Young Learners’ Open-ended Agent-based Programming Practices with Learning Analytics. Presented at AERA Annual Meeting 2023.


  • Chen, J., & Wilensky, U. J. (2023). Tortuga: Building Interactive Scaffolds for Agent-based Modeling and Programming in NetLogo. In J. D. Slotta & E. S. Slotta (Eds.), Proceedings of International Society of the Learning Sciences (ISLS) Annual Meeting 2023.


  • Chen, J., Horn, M. S., & Wilensky, U. J. (2023, June). NetLogo AR: Bringing Room-Scale Real-World Environments Into Computational Modeling for Children. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 736-739).


  • Chen, J., Zhao, L., Horn, M. S., & Wilensky, U. J. (2023, June). The Pocketworld Playground: Engaging Online, Out-of-School learners with Agent-based Programming. In Proceedings of the 22nd Annual ACM Interaction Design and Children Conference (pp. 267-277).


  • Hershkovitz, A., Bain, C., Kelter, J., Peel, A., Wu, S., Horn, M., & Wilensky, U. Contribution of computational thinking to STEM education: High school teachers' perceptions after a professional development program. Journal of Computers in Mathematics and Science Teaching.


  • Kelter, J., Peel, A., Davey, B., Horn, M., & Wilensky, U. (2023). Quickstart Spaceship Programming for Developing Physical Intuition. Paper presented at National Association for Research in Science Teaching (NARST) 2023, Chicago, IL


  • Kelter, J., Peel, A., Davey, B., Horn, M., & Wilensky, U. (2023). Quickstart Spaceship Programming for Developing Physical Intuition and Connecting it to Propositional Physics Knowledge. In proceedings of the International Society of the Learning Sciences (ISLS) 2023. Montreal, CA.


  • Kelter, J., Wilensky, U., & Potvin, J. (2023). Introducing Land Constraints to Macroeconomic Agent-Based Models. In Z. Yang & S. Núñez-Corrales (Eds.), Proceedings of the 2022 Conference of The Computational Social Science Society of the Americas (pp. 35–48). Springer International Publishing. https://doi.org/10.1007/978-3-031-37553-8_3


  • Amanda Peel, Sugat Dabholkar, Gabriella Anton, Mike Horn & Uri Wilensky (2023) Characterizing changes in teacher practice and values through co-design and implementation of computational thinking integrated biology units, Computer Science Education, DOI: 10.1080/08993408.2023.2265763


  • Peel, A., Hao, D., Horn, M.S., Wilensky, U. How teachers integrated CT into science and math co-designed curricular units. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2023. Chicago, IL.


  • Peel, A., Hao, D., Horn, M.S., Wilensky, U. (2023). How teachers integrated CT into science and math co-designed curricular units. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2023. Chicago, IL.


  • Peel, A., Hao, D., Horn, M.S., Wilensky, U. (2023). CT integration with science and math through co-designed curricular units. Paper presented at the 2023 Annual Meeting of the National Association of Research in Science Teaching (NARST). Chicago, IL


  • Shvarts, A., & Abrahamson, D. (2023). Coordination dynamics of semiotic mediation: A functional dynamic systems perspective on mathematics teaching/learning. In T. Veloz, R. Videla, & A. Riegler (Eds.), Education in the 21st century [Special issue]. Constructivist Foundations, 18(2), 220–234. https://constructivist.info/18/2


  • Swanson, H., Lawrence, L., Arnell, J., Dawkins, A., Jones, B., Sherin, B., Wilensky, U. (2023). Helping teachers cultivate responsive teaching strategies through co-designed computational models. In Proceedings of the 22nd ACM International Conference on Interaction Design and Children. New York: ACM.
  • Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2023, April). Using Agent-based Computational Modeling Microworlds to Help Middle School Students Learn about Epidemiology. Paper presented at the annual meeting of the American Education Research Association, Chicago, IL.


  • 2022


  • Abrahamson, D. (2022). Enactive perception as mathematics learning. In M.-C. Shanahan, B. Kim, M. A. Takeuchi, K. Koh, A. P. Preciado-Babb, & P. Sengupta (Eds.), The Learning Sciences in conversation: Theories, methodologies, and boundary spaces (pp. 153–170). Routledge.


  • Abrahamson, D., Dutton, E., & Bakker, A. (2022).Towards an enactivist mathematics pedagogy. In S. A. Stolz (Ed.), The body, embodiment, and education: An interdisciplinary approach (pp. 156–182). Routledge.


  • Abrahamson, D., & Lindgren, R. (2022). Embodiment and embodied design. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed.) (pp. 301–320). Cambridge University Press.


  • Abrahamson, D., & Mechsner, F. (2022). Toward synergizing educational research and movement sciences: A dialogue on learning as developing perception for action. Educational Psychology Review, 34(3), 1813-1842. https://doi.org/10.1007/s10648-022-09668-3


  • Benally, J., Palatnik, A., Ryokai, K., & Abrahamson, D. (2022). Learning through negotiating conceptually generative perspectival complementarities: The case of geometry. For the Learning of Mathematics, 42(3), 34–41.


  • Chen, J., Zhao, L., Xiao, F., Horn, M. & Wilensky, U. (2022). Self-Governed Collaborative Inquiry in Action: A Case Study of a Large-Scale Online Youth Community. Paper presented at CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences.


  • Dabholkar, S., Danish J., & Wilensky, U. (2022). Guided Epistemic Expansion in a Science Classroom. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.) Proceedings of the International Conference of the Learning Sciences (ICLS) 2022, (pp. 361-368), Hiroshima, Japan: ISLS.


  • Dabholkar, S., & Wilensky, U. (2022). Epistemic Games with Emergent Systems Microworlds. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.) Proceedings of the International Conference of the Learning Sciences (ICLS) 2022, (pp. 480-487), Hiroshima, Japan: ISLS.


  • Davey, B., Peel, A., Horn, M.S., & Wilensky, U. (2022). Learning Natural Selection through Computational Models in a High School A.P. Biology Classroom. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.


  • DeLiema, D., Kwon, Y. A., Chisholm, A., Williams, I., Dahn, M., Flood, V. J., Abrahamson, D., & Steen, F. F. (2022). A multi-dimensional framework for documenting students’ heterogeneous experiences with programming bugs. Cognition and Instruction, 1-43. https://doi.org/10.1080/07370008.2022.2118279


  • Flood, V. J., Shvarts, A., & Abrahamson, D. (2022). Responsive Teaching for Embodied Learning with Technology. In S. L. Macrine & J. M. B. Fugate (Eds.), Movement Matters: how embodied cognition informs teaching and learning (pp. 179–195). essay, The MIT Press.


  • Fuhrmann, T., Levy, S., Wilensky, U., Blikstein, P., Bumbacher, E., Saba, J., Langbeheim, E., Hel-Or, H., Fernandez, C., de Deus Lopes, R., Klopfer, E., Wendel, D., Wagh, A., & Wilkerson, M. (2022). Developing Accessible and Sustainable Computational Modeling Tools in Learning Science: What is Next? Proceedings of the International Conference for the Learning Sciences (ICLS 2022), Hiroshima, Japan: ISLS.


  • Jones, B., & Swanson, H. (2022). A Framework for Assessing Teacher’s Readiness for Pedagogical Transformation. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.


  • Kelter, J., Wilensky, U., & Potvin, J. (2022). Introducing Land Constraints to Macroeconomic Agent-based Models. Proceedings of the 2022 Conference of The Computational Social Science Society of the Americas.


  • Kelter, J. Wit, J., Conboy, W., Potvin, J., & Wilensky, U. (2022). Poster: A General-Purpose ‘Economic Petri Dish’ ABM with ‘Land’ and ‘Organization’ to Test Indexed Pricing Methods for Stability and Resilience. The Computational Social Science Society of the Americas (CSS) 2022.


  • Lambert, S. G., Fiedler, B. L., Hershenow, C. S., Abrahamson, D., & Gorlewicz, J. L. (2022). A tangible manipulative for inclusive quadrilateral learning. Journal on Technology & Persons with Disabilities. [Winner: Best Submission—Dr. Arthur I. Karshmer Award for Assistive Technology Research]


  • Levy, M., Dabholkar, S., Zhao, L., Juhl, S., Levites, L., Mills, J., Wu, S., Peel, A., Horn, M.S., & Wilensky, U. (2022). Conceptualizing and operationalizing equity-focus in designing Computational Thinking (CT) integrated science and mathematics curricula. Paper accepted to the Annual Meeting of the American Educational Research Association (AERA) 2022. San Diego, CA..


  • Levy, M., Peel, A., Dabholkar, S., Zhao, L., Juhl, S., Levites, L., Mills, J., Wu, S., Horn, M.S., & Wilensky, U. (2022). Co-Designing to Understand Equity-Focus in Computational Thinking (CT) Integrated Science Curricula. the 2022 Annual Meeting of the National Association of Research in Science Teaching (NARST). Vancouver, British Columbia.


  • Peel, A., Kelter, J., Zhao, L., Horn, M.S., Wilensky, U. (2022). A Design-Based Research Methodology Utilizing Conjecture Mapping to Frame Embedded Co-design Cycles. Paper accepted to the 2022 Annual Meeting of the National Association of Research in Science Teaching (NARST). Vancouver, British Columbia.


  • Peel, A., Kelter, J., Zhao, L., Horn, M.S., Wilensky, U.(2022). Conjecture Mapping: An Approach to Conducting Design-Based Research with Embedded Co-design Cycles. Paper accepted to the Annual Meeting of the American Educational Research Association (AERA) 2022. San Diego, CA.


  • Peel, A., Kelter, J., Zhao, L., Horn, M., & Wilensky, U. (2022). Designing learning environments with iterative conjecture mapping to support teachers’ computational thinking learning. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.


  • Swanson, H., Sherin, B., & Wilensky, U. (2022). Tuning Perceptions and Inferences to See a Graph in a New Way. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.


  • Vermeer, W., Gurkan, C., Hjorth, A., Benbow, N., Mustanski, B. M., Kern, D., Brown, C. H., & Wilensky, U. (2022). Agent-based model projections for reducing HIV infection among MSM: Prevention and care pathways to end the HIV epidemic in Chicago, Illinois. PloS one, 17(10), e0274288. https://doi.org/10.1371/journal.pone.0274288


  • Vermeer, W.H., Smith, J.D., Wilensky, U. et al (2022). High-Fidelity Agent-Based Modeling to Support Prevention Decision-Making: an Open Science Approach. Prevention Science 23, 832–843 (2022). https://doi.org/10.1007/s11121-021-01319-3. 


  • Wu, S., Peel, A., Zhao, L., Horn, M., & Wilensky, U. (2022) A professional development that helps teachers integrate computational thinking into their STEM classrooms. Innovations in Science Teacher Education.


  • Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2022). Students’ Prior Knowledge of Disease Spread and Prevention. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.


  • Wu, S., Swanson, H., Sherin, B., & Wilensky, U. (2022). Investigating Student Learning about Disease Spread and Prevention in the Context of Agent-Based Computational Modeling. C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022, Hiroshima, Japan.


  • Zhao, L., Peel, A., Horn, M.S., Wilensky, U. (2022). Student perceptions of computational thinking practices in a CT-integrated environmental science unit. Paper accepted to the Annual Meeting of the American Educational Research Association (AERA) 2022. San Diego, CA.


  • Zhao, L., Peel, A., Horn, M.S., Wilensky, U. (2022). Student perceptions of computational thinking practices in a CT-integrated Environmental Science Unit. Paper accepted to the 2022 Annual Meeting of the National Association of Research in Science Teaching (NARST). Vancouver, British Columbia.


  • 2021


  • Abrahamson, D. (2021). Grasp actually: An evolutionist argument for enactivist mathematics education. Human Development. https://doi.org/10.1159/000515680


  • Abrahamson, D., Worsley, M., Pardos, Z., & Ou, L. (2021). Learning analytics of embodied design: Enhancing synergy. International Journal of Child-Computer Interaction, 100409. https://doi.org/10.1016/j.ijcci.2021.100409


  • Aslan, U. Wu, S. P., Horn, M., & Wilensky, U. (2021). Connecting "the chemistry triplet" through co-designing computational models with teachers: A case study on calorimetry . Paper presented at the 2021 Annual Meeting of the American Education Research Association (AERA).


  • Ba, H., & Abrahamson, D. (2021). Taking design to task: A dialogue on task-initiation in STEM activities.. Educational Designer, 4(14), 1–21.


  • Bain, C., Hershkovitz, A., Dabholkar, S., Horn, M. S., & Wilensky, U. (2021). Identifying Evidence of Student Engagement in CT via Automated Response Analysis. In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).


  • Botetano, C., & Abrahamson, D. (2021). The Botetano arithmetic method: Introduction and early evidence. International Journal of Mathematical Education in Science and Technology, 1-19. https://doi.org/10.1080/0020739X.2020.1867916


  • Dabholkar, S., (2021). Designing computational models as Emergent Systems Microworlds for learning biomaking digitally. In Walker, J. and Strawhacker, A. (Symposium chairs), The Biomaker Ecosystem: Technologies, Spaces and Curriculum for K-12 Making with Biology. Presented at The 2021 Annual Meeting of American Education Research Association (AERA).


  • Dabholkar, S., Horn, M., & Wilensky, U. (2021). A technology-mediated co-design approach for integrating Computational Thinking in a science classroom. Paper presented in the 2021 Annual Meeting of the American Education Research Association (AERA).


  • Dabholkar, S., Peel, A., Hao, D., Kelter, J., Horn, M., & Wilensky, U. (2021). Analysis of Co-designed Biology Units Integrated with Computational Thinking Activities. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 665-668). Bochum, Germany: International Society of the Learning Sciences.


  • Dabholkar, S., Tran, S., Horn, M. S., & Wilensky, U. (2021). Students' Attitudinal Change After Participating in a CT integrated Biology Unit . In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).


  • Hershkovitz, A., Bain, C., Kelter J., Horn, M. S., & Wilensky, U. (2021). Teachers' Perceptions of the Contribution of Computational Thinking to Science and Math Classrooms. In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).


  • Jacobson, M. & Wilensky, U. (2021). Complex systems and the learning sciences: Educational, theoretical, and methodological implications. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd Edition). Cambridge, UK: Cambridge University Press.


  • Kelter, J., Bugler, A., & Wilensky, U. (2021). Agent-Based Models of Quadratic Voting. In Z. Yang, & E. von Briesen (Eds.), Proceedings of the 2020 Conference of The Computational Social Science Society of the Americas (pp. 131-142). (Springer Proceedings in Complexity). Springer Science and Business Media B.V. https://doi.org/10.1007/978-3-030-83418-0_8


  • Kelter, J., Peel, A., Bain, C., Anton, G., Dabholkar, S., Horn M. S., & Wilensky, U. (2021). Constructionist Co-design: A Dual Approach to Curriculum and Professional Development. British Journal of Educational Technology, 1043–1059. https://doi.org/10.1111/bjet.13084


  • Kelter, J. Z., Emery, J. D., & Wilensky, U. (2021). A Multi-level Diffusion Unit: Connecting Submicro- and Macro-levels with Computational, Graphical, and Mathematical Representations. 2021 ASEE Virtual Annual Conference.


  • Kelter, J. Z., & Emery, J. D., & Wilensky, U. (2021, July). A Multi-level Diffusion Unit: Connecting Submicro- and Macro-levels with Computational, Graphical, and Mathematical Representations. Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36595


  • Levy, M., Peel, A., Dabholkar, S., Zhao, L., Juhl, S., Levites, L., Mills, J., Wu, S., Horn, M.S., & Wilensky, U. (2021). Co-Designing to Understand Equity-Focus in Computational Thinking (CT) Integrated Science Curricula. Paper presented to the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST)..


  • Levy, M., Wu, S. P. W., Dabholkar, S., Horn, M. S., & Wilensky, U. (2021). Teachers' Sensemaking of CT Integration and Pedagogical Approaches. In Dabholkar S. (Symposium organizer), Integrating Computational Thinking in Science Curricula: Professional Development and Student Assessment. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).


  • Martin, K. & Wilensky, U. (2021). How do ants know what to do? Paper presented at the 2021 Annual Meeting of the American Education Research Association (AERA).


  • Martin, K., Horn, M., & Wilensky, U. (2021). Constructivist Dialogue Mapping: A Comparison of Museum Experience. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1081-1082). Bochum, Germany: International Society of the Learning Sciences.


  • Pardos, Z. A., Rosenbaum, L. F., & Abrahamson, D. (2021). Characterizing learner behavior from touchscreen data. International Journal of Child-Computer Interaction, 100357. https://doi.org/10.1016/j.ijcci.2021.100357


  • Peel, A., Dabholkar, S., Wu, S., Horn, M.S., Wilensky, U. (2021). An Evolving Definition of Computational Thinking in Science and Mathematics Classrooms. Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Conference 2021, (pp. 119-122).


  • Peel, A., Kelter, J., Wilensky, U., & Horn, M. (2021). Supporting the Integration of Computational Thinking and Science Through Professional Development and Co-design. Presented to the Annual Meeting of the Association of Science Teacher Education (ASTE) 2021. Salt Lake City, UT.


  • Peel, A., Kelter, J., Horn, M., & Wilensky, U. (2021). Designing professional learning experiences to support teachers' computational thinking learning and confidence. Presented at the 2021 Annual Meeting of the National Association of Research in Science Teaching (NARST).


  • Peel, A., Kelter, J., Horn, M. & Wilensky, U. (2021). Supporting the Integration of Computational Thinking and Science Through Professional Development and Co-design. Presented at the Annual Meeting of the Association of Science Teacher Education (ASTE) 2021. Virtual, Salt Lake City, UT.


  • Swanson, H., Sherin, B., Wilensky, U. (2021). Characterizing student theory building in computational modeling activities. Proceedings of the 15th International Conference of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.


  • Swanson, H., Sherin, B., Wilensky, U. (2021). Refining student thinking through computational modeling. Proceedings of the 15th International Conference of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.


  • Tancredi, S., Abdu, R., Abrahamson, D., & Balasubramaniam, R. (2021). Modeling nonlinear dynamics of fluency development in an embodied-design mathematics learning environment with Recurrence Quantification Analysis. International Journal of Child-Computer Interaction, 100297. https://doi.org/10.1016/j.ijcci.2021.100297


  • Wu, S., Horn, M., & Wilensky, U. (Apr 2021). Positioning teachers as co-designers to integrate CT practices in STEM. Related Paper-Set on Integrating Computational Thinking in Science Curricula: Teacher Professional Development and Student Assessment. NARST Annual Conference (NARST 2021). Online Presentation.


  • Wu, S. P. W., Peel, A., Bain, C., Horn, M. S. & Wilensky, U. (2021). Different Paths, Same Direction: How Teachers Learn Computational Thinking in STEM Practices through Professional Development. In Looi, C.K., Wadhwa, B., Dagiené, V., Seow, P., Kee, Y.H., & Wu, L.K. (Eds.) Proceedings of the 5th APSCE International Computational Thinking and Stem in Education Conference (CTE) (pp.52-58).


  • Wu, S., Jones, B. (*), Swanson, H., Horn, M., Wilensky, U. (2021). A Tale of Two PDs: Exploring Teachers' Experiences in Co-designing Computational Activities. Proceedings of the 15th International Conference of the Learning Sciences. Bochum, Germany: International Society of the Learning Sciences.


  • Wu, S. P. W., Anton, G., Bain, C., Peel, A. N., Horn, M. S., & Wilensky, U. (2021). Tools and resources for integrating computational thinking into your science classes. Presented at the NSTA National Conference 2021, Chicago, IL.


  • 2020


  • Abrahamson, D. (2020). Strawberry feel forever: Understanding metaphor as sensorimotor dynamics. The Senses and Society, 15(2), 216–238. https://doi.org/10.1080/17458927.2020.1764742


  • Abrahamson, D., & Abdu, R. (2020, April). Who constructs constraints? An ecological-dynamics comparison of two DME design rationales. Paper presented at the annual meeting of the American Educational Research Association (SIG Learning Sciences), San Francisco, April 17–21


  • Abrahamson, D., & Abdu, R. (2020). Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: The case of dynamic mathematics environments. In T. J. Kopcha, K. D. Valentine, & C. Ocak (Eds.), Embodied cognition and technology for learning [Special issue]. Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09805-1


  • Abrahamson, D., & Chase, K. (2020). Syntonicity and complexity: A design-based research reflection on the Piagetian roots of Constructionism. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing constructionist futures: The art, theory, and practice of learning designs (pp. 311–322). MIT Press.


  • Abrahamson, D., Nathan, M. J., Williams-Pierce, C., Walkington, C., Ottmar, E. R., Soto, H., & Alibali, M. W. (2020). The future of embodied design for mathematics teaching and learning [Original Research]. Frontiers in Education, 5(147). https://doi.org/10.3389/feduc.2020.00147


  • Abrahamson, D., Zolkower, B., & Stone, E. (2020). Reinventing RME at Berkeley: Emergence and development of a course for pre-service teachers. In M. van den Heuvel-Panhuizen, P. Drijvers, M. Doorman, & M. van Zanten (Eds.), Reflections from abroad on the Netherlands didactic tradition in mathematics education (255–277). Berlin: Springer International.


  • Arastoopour Irgens, G., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H. & Wilensky, U. (2020). Modeling and Measuring High School Students’ Computational Thinking Practices in Science. Journal of Science Education and Technology, 29(1), 137-161.


  • Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Code-first learning environments for science education: a design experiment on kinetic molecular theory. Proceedings of the Constructionism 2020 Conference. Dublin, Ireland.


  • Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Phenomenological Programming: a novel approach to designing domain specific programming environments for science learning. Proceedings of the ACM Interaction Design and Children (IDC) conference. London, United Kingdom.


  • Aslan, U., LaGrassa, N., Horn, M., & Wilensky, U. (2020). Putting the Taxonomy into Practice: Investigating Students' Learning of Chemistry with Integrated Computational Thinking Activities. Paper presented at the American Education Research Association (AERA) Conference. San Francisco, CA.


  • Bain, C., Anton, G., Horn, M., Wilensky, U. (2020). Back to Computational Transparency: Co-design with Teachers to Integrate Computational Thinking in Science Classrooms . In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2069-2076). Nashville, Tennessee: International Society of the Learning Sciences.


  • Bain, C., Anton, G., Horn, M., Wilensky, U. (2020). Using blocks-based agent-based modeling for computational activities in STEM classrooms. Paper presented at the 2020 Blocks and Beyond Conference.


  • Bain, C., Dabholkar, S., & Wilensky, U. (2020). Confronting Frame Alignment in CT Infused STEM Classrooms. In Kong, S.C., Hoppe, H.U., Hsu, T.C., Huang, R.H., Kuo, B.C., Li, K.Y., Looi, C.K., Milrad, M., Shih, J.L., Sin, K.F., Song, K.S., Specht, M., Sullivan, F., & Vahrenhold, J. (Eds.). Proceedings of the Computational Thinking Education (CTE) 2020 Conference (pp.63-68). Hong Kong, China.


  • Bain, C., & Wilensky, U. (2020, February). Vectors of CT-ification: Integrating Computational Activities in STEM Classrooms. In Proceedings of the 51st ACM Technical Symposium on Computer Science Education (pp. 1361-1361).


  • Brady, C., Stroup, W. M., Petrosino, A. & Wilensky, U. J. (2020) Amplifying the Restructuration Potential of Agent-Based Modeling Through Group-Based Activity Structures [Symposium]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/szuaxl3 (Conference Canceled)


  • Chen, J. & Wilensky, U. (2020). NetLogo Mobile: An Agent-Based Modeling Platform and Community for Learners, Teachers, and Researchers. Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.


  • Chen, R. S. Y., Ninh, A., Yu, B., & Abrahamson, D. (2020). Being in touch with the core of social interaction: Embodied design for the nonverbal. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences. Proceedings of the 14th meeting of the International Society of the Learning Sciences (ICLS 2020) (Vol. 3, pp. 1681–1684). International Society of the Learning Sciences.


  • Dabholkar, S., Arastoopour Irgens, G., Horn, M., & Wilensky, U. (2020). Students' epistemic connections between science inquiry practices and disciplinary ideas in a computational science unit . Proceedings of the International Conference for the Learning Sciences (ICLS 2020), Nashville, USA: ISLS.


  • Dabholkar, S., Peel, A, Anton, G., Horn, M., & Wilensky, U. (2020). Analysis of teachers' involvement in co-design and implementation of CT (Computational Thinking) integrated biology units. Paper accepted for presentation at the American Education Research Association (AERA) Conference, San Francisco, CA, USA. (Conference canceled due to COVID-19).


  • Dabholkar, S., & Wilensky, U. (2020). Designing computational models as emergent systems microworlds to support learning of scientific inquiry. Proceedings of EpiSTEME8 ⁠International Conference to review research in Science, Technology and Mathematics Education, Mumbai, India.


  • Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning. ZDM Mathematics Education, 52(7), 1307-1331. https://doi.org/10.1007/s11858-020-01165-7


  • Hjorth, A., Head, B., Brady, C. & Wilensky, U. (2020). LevelSpace – a NetLogo Extension for Multi-Level Agent-Based Modeling. Journal of Artificial Societies and Social Simulation, Journal of Artificial Societies and Social Simulation, vol. 23(1), pages 1-4.


  • Kelter, J. Z., Emery, J. D., & Wilensky, U. (2020). Learning About Diffusion at Two Levels: Micro-scale-computational to macro-scale-analytical. 2020 ASEE Virtual Annual Conference. American Society of Engineering Education.


  • Kelter, J. Z., Peel, A., Bain, C., Anton, G., Dabholkar, S., Aslan, Ü., Horn, M., & Wilensky, U. (2020). Seeds of (r)Evolution: Constructionist Co-Design with High School Science Teachers. In B. Tangney, J. R. Byrne, & C. Girvan (Eds.), Proceedings of the 2020 Constructionism Conference, Dublin, Ireland, May 26—May 29, 2020 (p.497-505). (ISBN 978-1-911566-09-0)


  • Martin, K., Horn, M., & Wilensky, U. (2020). Constructivist Dialogue Mapping Analysis of Ant Adaptation. Informatics in Education, 18(1).


  • Martin, K., Bain, C., Swanson, H., Horn, M., & Wilensky, U. (2020). Building Blocks: Kids Designing Scientific, Domain-specific, Block-based, Agent-based Microworlds. Proceedings of the International Conference of the Learning Sciences (ICLS) 2020, Nashville, TN.


  • Martin, K., Horn, M., & Wilensky, U. (2020). Constructivist Dialogue Mapping of learning in Museums and Informal Spaces. Paper Accepted to the Journal of Education Informatics, Vilnius, Lithuania.


  • Martin, K., & Sengupta, P. (2020). Multi-Agent Simulations of Intra-colony Violence in Ants. Proceedings of the International Conference of Complex Systems.


  • Peel, A., Dabholkar, S., Anton, G., Wu, S., Wilensky, U., & Horn, M. (2020). A Case Study of Teacher Professional Growth Through Co-design and Implementation of Computationally Enriched Biology Units. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1950-1957). Nashville, Tennessee: International Society of the Learning Sciences.


  • Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2020). Teachers' professional growth through co-design and implementation of computational thinking (CT) integrated biology units . Presented at the Annual Meeting of the Association of Science Teacher Education (ASTE). January, 2020. San Antonio, TX.


  • Peel, A., Dabholkar, S., & Granito, T. (2020, November). Teaching Experimental Design with Computational Thinking. Poster presented at the annual meeting of the National Association of Biology Teachers (NABT). 2019 November 14-17; Chicago, IL.


  • Rosenbaum, L. F., Kaur, J., & Abrahamson, D. (2020). Shaping perception: Designing for participatory facilitation of collaborative geometry. In R. Nemirovsky & N. Sinclair (Eds.), "On the intertwined contributions of physical and digital tools for the teaching and learning of mathematics" [Special issue]. Digital Experiences in Mathematics Education, 6(2), 213–232. https://doi.org/10.1007/s40751-020-00068-2


  • Swanson, H., Martin, K., Jones, B., Hedayati, M., Wu, S., Sherin, B., Wilensky, U. (2020, April).Characterizing the nature of student theory building in the context of computationalmodeling activities. Paper accepted for presentation at the annual meeting of the American Education Research Association.


  • Swanson, H., Martin, K., Sherin, B., Wilensky, U. (2020). Characterizing student theory building in the context of block-based agent-based modeling microworlds. Proceedings of the 14th International Conference of the Learning Sciences. Nashville, Tennessee: International Society of the Learning Sciences.


  • Thompson, J., Wu, S.P.W., Mills, J., Horn, M.S., & Wilensky, U. (2020). The use of programming software in a secondary mathematics classes. Paper presented at 2020 ASEE Annual Conference. Montreal, Canada.


  • Vermeer, W., Hjorth, A., Jenness, S. M., Brown, C. H., & Wilensky, U. (2020).Leveraging modularity during replication of high-fidelity models: Lessons from replicating an agent-based model for HIV prevention. Journal of Artificial Societies and Social Simulation, 23(4),7.


  • Wilensky, U. (2020). Further Developments in Restructuration Theory. In S.T.Levy & P.Sengupta (symposium chairs), Restructuring Concepts and Tools through a Complexity Perspective. Paper presented at the annual meeting of the American Educational Research Association (AERA) conference, San Francisco, USA, April 2020.


  • Wilensky, U. J. (2020). New Developments in Restructuration Theory and Understanding Complex Systems Through Agent-Based Restructurations. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rvb86xr (Conference Canceled)


  • Wilensky, U. (2020). Restructurations: Reformulating Knowledge Domains through new representational infrastructure. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press. pp. 387-390.


  • Wu, S. P. W., Anton, G., Bain, C., Peel, A. M., Horn, M. S., & Wilensky, U. (2020). Engage Teachers as Active Co-Designers to Integrate Computational Thinking in STEM Classes. Presented at NARST Annual International Conference (NARST 2020), Portland, Oregon.


  • Wu, S. P. W., Peel, A. M., Bain, C., Anton, G., Horn, M. S., & Wilensky, U. (2020). Workshops and co-design can help teachers integrate computational thinking into their K-12 STEM classes. Proceedings of the Computational Thinking Education (CTE) 2020 Conference. Hong Kong, China.


  • 2019


  • Abrahamson, D. (2019). A new world: Educational research on the sensorimotor roots of mathematical reasoning. In A. Shvarts (Ed.), Proceedings of the annual meeting of the Russian chapter of the International Group for the Psychology of Mathematics Education (PME) & Yandex (pp. 48–68). Moscow: Yandex.


  • Abrahamson, D., Flood, V. J., Miele, J. A., & Siu, Y.-T. (2019). Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: The case of visually impaired mathematics students. ZDM Mathematics Education, 51(2), 291-303. doi:10.1007/s11858-018-0998-1


  • Abrahamson, D., & Shulman, A. (2019). Co-constructing movement in mathematics and dance: An interdisciplinary pedagogical dialogue on subjectivity and awareness. Feldenkrais Research Journal, 6, 1-24.


  • Arastoopour Irgens, G., Chandra, S., Dabholkar, S., Horn, M., & Wilensky, U. (2019). Classifying Emergent Student Learning in a High School Computational Chemistry Unit. American Educational Research Association annual meeting 2019. Toronto, Canada.


  • Arastoopour Irgens, G., Dabholkar, S., Bain, C., Woods, P., Hall, K., Swanson, H., Horn, M., & Wilensky, U. (2019). Modeling and Measuring Students' Computational Thinking Practices in Science. Journal of Science Education and Technology.


  • Aslan, U., Anton, G., & Wilensky, U. (2019). Bringing Powerful Ideas to Middle School Students' Lives Through Agent-Based Modeling.Paper presented at the Annual Meeting of the American Educational Research Association (AERA) 2019. Toronto, CA.


  • Anton, G. & Wilensky, U. (2019). One size fits all: Designing for socialization in physical computing. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 825 - 831). ACM.


  • Bain, C., & Wilensky, U. (2019). Sorting Out Algorithms: What Makes One Better than Another? In E. K. Hawthorne, M. A. Pérez-Quiñones, S. Heckman, & J. Zhang (Eds.), Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27—March 02, 2019 (p. 1278). ACM. https://doi.org/10.1145/3287324.3293856


  • Dabholkar, S. & Wilensky, U. (2019). Designing ESM-mediated collaborative activity systems for science learning. Proceedings of International Conference of Computer Supported Collaborative Learning 2019, Lyon, France.


  • Dabholkar, S., Wilensky, U., & Horn, M. (2019) Supporting a teacher’s integration of Computational Thinking (CT) in a biology class by co-designing an ESM- (Emergent Systems Microworlds) based curricular unit. Poster presented at Inaugural symposium on Computer Science and Learning Science, Evanston, USA.


  • Dabholkar, S. (2019) Designing Emergent Systems Microworlds to learn computational thinking in the context of synthetic biology. Poster presented at Learn.Design.Compute with Bio 2019, Philadelphia, USA.


  • Dabholkar, S. (2019). Agent-based computational models to study and teach evolution. A poster presented at ISEB1, First Conference of Indian Society of Evolutionary Biologists.


  • Dabholkar, S., Swanson, H., & Wilensky, U. (2019). Epistemic considerations for modeling: Understanding the usefulness and limitations of models with Emergent Systems Microworlds. In a Related Paper Set, Using Technology to Promote Students’ Modeling Practice and Complex Systems Thinking. The Annual Meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD, USA.


  • Guo, Y. & Wilensky, U. (2019). Changing High School Students’ Perceptions of Wealth Inequality in the U.S. through Agent-based Participatory Simulations. Poster presented at the annual meeting of the American Educational Research Association (Special Interest Group: Learning Sciences), Toronto, Canada, April 5-9.


  • Gurkan, C., Rasmussen, L. & Wilensky, U. (2019). Effects of Visual Sensory Range on the Emergence of Cognition in Early Terrestrial Vertebrates: An Agent-Based Modeling Approach. The 2019 Conference on Artificial Life, Newcastle upon Tyne, UK. No. 31, 475-476.


  • Hjorth, A. & Wilensky, U. (2019). Urban Planning-in-Pieces: A Computational Approach to Understanding Conceptual Change and Causal Reasoning about Urban Planning. "Constructivist Foundations".


  • Holbert, N., & Wilensky, U. (2019). Designing Educational Video Games to Be Objects-to-Think-With. Journal of the Learning Sciences, 28(1), 32–72. https://doi.org/10.1080/10508406.2018.1487302


  • Martin, K., Horn, M., & Wilensky, U. (2019). Emergent Schema Learning in Short Museum Interactions. Paper Accepted to the Journal of Education Informatics, Vilnius, Lithuania.


  • Martin, K. and Anton, G. (2019) Modeling Time: Students construction of historical narratives and simulations. Poster at AERA, Toronto, Canada.


  • MARTIN, K., HORN, M., & WILENSKY, U. (2019). Prevalence of Direct and Emergent Schema and Change after Play. Informatics in Education, 18(1), 183-212.


  • Martin (2019) Future Visions for the study of Group Learning with Complex Systems Models: The role of multimodal data in group learning analysis. Computer Supported Collaborative Learning, Lyon, France.


  • Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019). Analyzing Affective States Alongside Qualitative Analysis. Companion Proceedings 9th International Conference on Learning Analytics & Knowledge (LAK19).


  • Martin, K. (2019). Changing Minds: Short intervention to shift process schemas. Learning Sciences + Computer Science Symposium. Northwestern University, Evanston, Illinois.


  • Martin, K., Wang, E. Q., Bain, C., & Worsley, M. (2019, October). Computationally Augmented Ethnography: Emotion Tracking and Learning in Museum Games. In International Conference on Quantitative Ethnography (pp. 141-153). Springer, Cham.


  • McNulty, M., Smith, J.D., Villamar, J., Burnett-Zeigler, I., Vermeer, W., Benbow, N., Gallo, C., Wilensky, U., Hjorth, A., Mustanski, B., Schneider, C. & Brown, H. (2019). Implementation Research Methodologies for Achieving Scientific Equity and Health Equity. Ethnicity & Disease, 29(1), 83-92.


  • Peel, A., Dabholkar, S., Anton, G., Horn, M., & Wilensky, U. (2019). Teachers’ professional growth through co-design and implementation of computational thinking (CT) integrated biology units. Annual Meeting of the Association of Science Teacher Education (ASTE) 2019. San Antonio, TX.


  • Peel, A., Dabholkar, S., Granito, T. (2019) Teaching Experimental Design with Computational Thinking. Poster presented at the National Association of Biology Teachers (NABT). 2019 November 14-17; Chicago, IL.


  • Petrosino, A. J., Sherard, M. K., Harron, J. R., Brady, C. E., Stroup, W. M., & Wilensky, U. J. (2019, April). Developing preservice teachers’ conceptualization of models and simulations through group-based cloud computing. Poster presented at the American Education Research Association Annual Meeting, Toronto, Canada.


  • Shvarts, A., & Abrahamson, D. (2019). Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics. Learning, Culture, and Social Interaction, 22, 100316. https://doi.org/10.1016/j.lcsi.2019.05.003


  • Swanson, H., Anton, G., Bain, C., Horn, M., & Wilensky, U. (2019). Introducing and Assessing Computational Thinking in the Secondary Science Classroom. In: Kong SC., Abelson H. (eds) Computational Thinking Education. (pp. 99-117): Springer, Singapore.


  • Swanson, H., & Wilensky, U. (2019, August). Engaging students in theory building in the science classroom. Poster presented at the biennial conference of the European Association for Research on Learning and Instruction, Aachen, Germany.


  • Weintrop, D., & Wilensky, U. (2019). Transitioning from introductory block-based and text-based environments to professional programming languages in high school computer science classrooms. Computers & Education, 142.


  • Weintrop, D., Bau, D., & Wilensky, U. (2019). The Cloud is the Limit: Programming on the Web, With the Web. International Journal of Child-Computer Interaction, 20, 1-8.


  • 2018



    2017



    2016



    2015



    2014



    2013



    2012



    2011



    2010



    2009



    2008



    2007



    2006



    2005



    • Abrahamson, D., & Wilensky, U. (2005). Collaboration and equity in classroom activities using Statistics As Multi-Participant Learning-Environment Resource (S.A.M.P.L.E.R.). In W. Stroup and U. Wilensky (Chairs), & C. D. Lee (Discussant), "Patterns in group learning with next-generation network technology". Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


    • Abrahamson, D., & Wilensky, U. (2005). Piaget? Vygotsky? I'm game: Agent-based modeling for psychology research. Paper presented at the annual meeting of the Jean Piaget Society. Vancouver, Canada, June 1-3.


    • Abrahamson, D., & Wilensky, U. (2005). ProbLab goes to school: Design, teaching, and learning of probability with multi-agent interactive computer models. Paper presented at the Fourth Conference of the European Society for Research in Mathematics Education, San Feliu de Guixols, Spain.


    • Abrahamson, D., & Wilensky, U. (2005). The stratified learning zone: Examining collaborative-learning design in demographically-diverse mathematics classrooms. In D. Y. White (Chair) & E. H. Gutstein (Discussant), "Equity and diversity studies in mathematics learning and instruction." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


    • Abrahamson, D., & Wilensky, U. (2005). Understanding chance: From student voice to learning supports in a design experiment in the domain of probability. In G.M. Lloyd, M. Wilson, J. L. M. Wilkins & S.L. Behm (Eds.), Proceedings of the Twenty Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.Roanoke, VA.


    • Abrahamson, D., Blikstein, P., Lamberty, K. K. & Wilensky, U. (2005). Mixed-media learning environments. Paper presented at the annual meeting of Interaction Design and Children 2005, Boulder, Colorado.


    • Berland, M., & Wilensky, U. (2005). Complex play systems -- Results from a classroom implementation of VBOT. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


    • Blikstein, P., Abrahamson, D. & Wilensky, U. (2005). NetLogo: Where we are, where we're going. Paper presented at the annual meeting of Interaction Design and Children. Boulder, Colorado.


    • Blikstein, P., & Wilensky, U. (2005). Less is more: Agent-based simulation as a powerful learning tool in materials science. Paper presented at the 4th International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS 2005), Utrecht, Netherlands.


    • Gobert, J., Buckley, B., Dede, C., Levy, S., Slotta, J., & Wilensky, U. (2005). Technology features that support research through logging of student interactions with models. Paper presented at the Winter Text Conference, Jackson Hole, WY, January 20-23.


    • Hillis, T., Stroup, W., & Wilensky, U. (2005). Patterns of Risk Seeking and Aversion Among Pre-Service Teachers: Mathematical Decisions, Preference, Efficacy, and Participation. Annual Meeting of the American Educational Research Association, Montreal, Canada, April 11-15, 2005.


    • Levy, S.T., & Wilensky, U. (2005). Students' patterns in exploring NetLogo models, embedded in the Connected Chemistry curriculum. In J. Gobert (Chair) and J. Pellegrino (Discussant), "Logging students' learning in complex domains: Empirical considerations and technological solutions." Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


    • Maroulis, S., & Wilensky, U. (2005). Modeling school districts as complex adaptive systems: A simulation of market-based reform. Paper presented at the 3rd Lake Arrowhead Conference on Human Complex Systems. Lake Arrowhead, CA, May 18-22.


    • Maroulis, S., & Wilensky, U. (2005). Leave no turtle behind: An agent-based simulation of school choice dynamics. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada, April 11 - 15.


    • Rand, W., Brown, D., Riolo, R., & Robinson, D. (2005). Toward a graphical ABM toolkit with GIS integration. Paper presented at the Agent2005 Conference, Chicago, IL, October 13-14.


    • Sengupta, P., & Wilensky, U. (2008). On learning electricity in 7th grade with multi-agent based computational models (NIELS). G. Kanselaar, J. van Merriënboer, P. Kirschner, T. de Jong, eds. Proceedings of the International Conference for the Learning Sciences, ICLS2008, Utrecht, The Netherlands.


    2004



    2003



    2002



    2001



    2000



    1999



    1998



    1997 and earlier



    Earlier work described in my thesis (and several previous papers) forms the theoretical backdrop for this project: